The Curriculum Clause Samples
The Curriculum clause defines the educational content, structure, and learning objectives that will be delivered under the agreement. It typically outlines the subjects, modules, or courses to be taught, the standards or guidelines to be followed, and may specify the responsibilities of each party in developing or updating the curriculum. By clearly establishing what will be taught and how, this clause ensures both parties have a mutual understanding of the educational program, reducing the risk of disputes over content or quality.
The Curriculum. 2.1. VIU will be responsible for the oversight, as described in Schedule A to this Agreement, of the Program curriculum and curriculum evaluation.
2.2. Subject to VIU’s oversight, as described in Schedule A to this Agreement, the joint curriculum for the VIU BSN Nursing Program will be developed collaboratively by VIU and NIC and the same curriculum will be delivered at both sites as approved by VIU Senate and NIC Education Council (EdCo).
2.3. Course names, credits, course hours, course descriptions, ends-in-view, BSN Program Learning Outcomes, and VIU Graduate Attributes will be consistent across sites and as per the most recent version of the BSN VIU-NIC Curriculum Guide. Neither partner will make substantive changes to the curriculum, courses, or sequencing of courses without prior discussion and approval at the Joint VIU-NIC Curriculum and Evaluation Committee (as defined below). VIU will be responsible for taking any proposals for changes to courses or the Program to Senate for approval. Senate approval must be obtained at the University prior to implementation. Once approved by VIU, NIC will be responsible for obtaining curriculum and program approval through NIC EdCo.
2.4. VIU and NIC will establish a Joint VIU-NIC Curriculum and Evaluation Committee (the “Committee”). The Committee will meet regularly throughout the academic year and will ensure that recommendations brought forward by the Joint VIU-NIC Evaluation Sub-Committee (as defined below) and any updates from local, provincial, and/or national external stakeholders inform curricular revisions/updates.
2.5. The Committee will establish a Joint VIU-NIC Evaluation Sub-Committee (the “Sub- Committee”). This Sub-Committee will meet regularly throughout the academic year to review collated evaluation data from both sites as per the VIU-NIC Evaluation Plan in order to inform any necessary curriculum changes.
2.6. VIU will be responsible for the oversight of both the Committee and Sub-Committee, as more particularly described in Schedule A to this Agreement. The composition and terms of reference of the Committee and Sub-Committee are also as more particularly described in Schedule A of this Agreement, which may be amended from time to time by mutual written agreement of the parties.
2.7. VIU will be responsible for producing an annual Joint VIU-NIC Evaluation report.
2.8. VIU will ensure Joint VIU-NIC Curriculum planning days are scheduled a minimum of twice each academic year.
2.9. The BSN Progra...
The Curriculum. The curriculum has a clear, progressive online safety education programme as part of the computing curriculum/PSHE and other subject areas. This covers a range of skills and behaviours appropriate to their age and experience. Online use is age-appropriate and supports the learning objectives for specific curriculum areas. Student responsibilities are clearly presented in the Acceptable Use Agreement. Staff will model safe and responsible behaviour in their own use of technology, e.g. use of passwords, logging-off, use of content, research skills, copyright. Students can only use school-approved systems and publish within appropriately secure / age-appropriate environments.
The Curriculum. The following are the nine design elements that form the Northern Lakes Regional Academy STEAM focused and Project-Based learning model:
The Curriculum. The Curriculum Framework of YOIs will be determined by the National Specification. The Framework takes account of the learning levels of the young people in custody, their disconnection from mainstream education and training and their offending behaviour. While this approach is grounded in important educational and criminogenic principles, it must not inhibit innovation. The apparently prescriptive approach will, in practice, be based upon varied, individualised learning plans derived from a detailed assessment of individual need undertaken in conjunction with the young person and involving their parents/carers through planning and review meetings. It has to be accepted, however, that the period of detention means that the acquisition of learning and skills will need to proceed in tandem with a pro- social modelling approach. This means that in order to ensure that there is accelerated learning and that unacceptable behaviour is changed, there will be an intensity of learning that, whilst allowing the exercise of some choice, will have a necessary emphasis on maintaining discipline and security. All young people should be offered a broad and balanced curriculum. In line with the framework for the National Curriculum for mainstream schools, the curriculum should: • Promote the spiritual, moral, cultural, mental and physical development of young people and of society; • Prepare young people for the opportunities, responsibilities and experiences of adult life. These are particularly important principles given that these young people have been dislocated from their communities through their experience of custody and given the need to ensure successful transitions to the community that should be the locus of all activity in the YOIs. The challenge in planning the curriculum is on ensuring that core skills, such as literacy and numeracy, are developed, and learning accelerated in these areas, whilst ensuring that there is variety and breadth of learning opportunity that is linked to the interests of young people and their needs when they return to their communities. The curriculum defined here encompasses all the learning opportunities available to a young person and attempts to break down the current divide between academic and vocational learning. It includes: • Areas more traditionally associated with education e.g. literacy, numeracy, Art, Information Communications Technology (ICT), Personal, Social and Health Education (PSHE), etc; • Vocational Training, ...
The Curriculum. At Hurworth School we provide a broad and balanced curriculum that ignites students’ love of learning and successfully unlocks the true ability of each individual. Our knowledge-rich curriculum helps us to develop life-long, independent and resilient learners. Every department has an ambitious curriculum which ensures all students are challenged to be the best version of themselves. Quality first teaching ensures students’ individual needs are met by breaking down barriers to learning and allowing students to be supported to reach their full potential. The curriculum is designed to inspire our students and prepare them for their future roles in society. We aim to create well rounded citizens through our personal development programme and by teaching our character non-negotiables. The school offers a wide range of extra-curricular and leadership opportunities that students can choose to take part in. Key Stage 3 Students entering the school at the beginning of Year 7 will study the following subjects throughout their first three years in the school: English, Mathematics, Science, Spanish, Design and Technology, History, Geography, Religious Studies, Music, Art, Computing, Physical Education and Personal, Social, Health, Citizenship Education (PSHCE). For each subject students will follow a departmental learning journey which identifies the non-negotiable knowledge, allowing them to see when they are studying topics so they can make connections between them. Regular Independent Learning Tasks (ILTs) are set for all year groups, these are designed to both broaden and reinforce learning through retrieval and the development of revision skills, with independent study the key focus of the tasks. These tasks help your child to develop positive study skills, encouraging them to take responsibility for their own work and allowing you to learn more about what your child is studying at school. Key Stage 4 At Key Stage 4 the curriculum ensures that all student needs are met and they are prepared for post-16 life via a wide range of Academic GCSEs, Vocational Courses and Unit Awards. Students select options from a list of subjects. Option groups are mixed ability and based on the combination of students’ choices and the school’s ability to meet their choices. Targets for each subject are set and will be reviewed every term in Progress Review meetings. This information will be published to parents/carers, along with comments with regard to how secure a student’s knowled...